 Intended Learning Outcome/ Objective:

At the end of the discussion, the learners

were intended to define the theory, identify and
differentiate the types of the theory and give
examples as how we future teachers could use
this theory to structure the learning process to
help the students learn better.


Information-Processing Theory
 ✅A theory of learning that explains how stimuli
that enter our memory systems are selected and
organized for storage and retrieved from
memory.
 ✅ Another way of examining and understanding
how children develop cognitively.
 ✅Human input is comparative to the input
functions of a computer
 ✅People manipulate information,
monitor it, and then strategize about it
✅An individual’s ability to process information
gradually increases and becomes more complex
✅Older children have more complex and a larger vari
ety of mental processes than those of younger childre
n

✳ Sensory Memory
✳ Short Term Memory
✳ Long Term Memory
Sensory memory

 - is the store that briefly holds incoming stimuli from the

environment until they can be processed
 - the sensory register, according to gestaltist principles,
lets in only those things which we can see, hear, taste,
smell and/or touch; or else fades away
Short term memory
 - sometimes called working memory (although recent
research has demonstrated these are two separate
issues) and relates to what we are thinking about at any
given moment in time as well as what we have attended
to in the recent past.
 - a temporary storage that holds information as a person
processes it
 - working memory is where we make conscious decisions
about how to link new information from the environment
to our existing knowledge
 - storage capacity is limited and can only hold a limited
number of pieces of information at a time
Long term memory

 - In Freudian terms, long-term memory is also called

preconscious and unconscious memory.
 - includes various types of information: declarative,
procedural, and imagery
 - in this stage, information we've received becomes
implanted in our minds. There is no limit to the amount
and types of information we can retain in this storehouse,
we are not aware of every memory we have stored, but
they are still there, simply not triggered.
Information-Processing: George A. Miller
 George A. Miller (Kearsley 2010)outlined m
ajor concepts to information-processing
 Basic principles to Miller’s theory
 Chunking – short-term memory can only compr
ehend 7 (plus or minus 2) chunks of informatio
n
 Concepts of human processing: gathering and e
ncoding information; retention of information; r
etrieval of information (Cooper 2009)
Information-Processing: Allan Paivio
 Dual-encoding theory
 Verbal and non-verbal encoding occurs
 Verbal and non-verbal encoding are both equally impo
rtant to processing
 Research based on Paivio’s dual-encoding theory has
been beneficial and used in
 bilingual education
 (Kearsley 2010)
 PRESCHOOLERS
> their attention span lasts longer than that of toddlers
> recognize previously encountered information, recall
old information, and reconstructed in on the present

STM – retain information up to 15-30 sec. which can

help them keep information for a much longer period
 Between 2 & 5
 - most people cannot remember anything in their
childhood
 From 2-5
 - start to recognize that there are lot of ways to solve a
problem and can brainstorm different solution
 Between 5& 7 (LTM)
 - focus and use their cognitive abilities to specific purpose
 - make connections between old and new information
 Early childhood
 - as information-processing increase in speed, memory
becomes increasingly longer
Information-Processing: In the Classroom
PRINCIPLE
1. Gain the students’ attention
2. Bring to mind relevant prior to learning
3. Point out important information
EXAMPLE
• Use cues to signal when you are ready to
begin
• Move around the room and use voice
inflections
• Review previous days’ lessons
• Have a discussion about previously
covered content
• Provide hand outs
• Write on the board or use transparencies

4. Present information in an organized • Show a logical sequence to concepts and

manner skills
• Go for simple to complex
Chart when
(Huitt 2003)
presenting new material
5. Show students how to categorize • Present information in categories
related information • Teach inductive reasoning

6. Provide opportunities for students • Connect new information to

to elaborate on new information
7. Show students how to use coding
when memorizing lists
8. Provide for repetition of learning
something already known
• Look for similarities and
differences among concepts
• Make up silly sentence with first
letter of each word in the list
• Use mental imagery techniques
such as the keyboard method
• Have items on each day’s lesson
from previous lesson (LTM)

9. Provide opportunities for • Use daily drills for arithmetic drills

overlearning of fundamental concepts • Play form of trivial pursuit with
and skills content related to class